Opoku-Danso Rita, Commey Isaac Tetteh, Agyare Dorcas Frempomaa, Owusu Gifty, Amoadu Mustapha, Abraham Susanna Aba
Department of Adult Health, School of Nursing and Midwifery, University of Cape Coast, Cape Coast, Ghana.
Department of Mental Health, School of Nursing and Midwifery, University of Cape Coast, Cape Coast, Ghana.
BMC Nurs. 2025 Jul 15;24(1):925. doi: 10.1186/s12912-025-03580-1.
Faculty-student relationships are central to the academic and professional development of nursing students. This review aimed to systematically identify and synthesise existing evidence on the facilitators and barriers to quality faculty-nursing student relationships and their impact on student outcomes.
A systematic review was conducted following PRISMA guidelines. Comprehensive searches were carried out across major databases including PubMed Central, Embase, Scopus, Web of Science, ERIC, JSTOR, Dimensions.ai, and others. Studies published in English between 2000 and 2025 that focused on faculty-nursing student relationships were included. The quality of the included studies was assessed using Joana Briggs Institute (JBI) critical appraisal tools and mixed-method appraisal tool, and thematic synthesis was employed to analyse and report findings.
Thirty-eight studies were included in the final synthesis. Key barriers identified included disrespectful behaviours, ineffective teaching, poor communication, institutional constraints, and discrimination. These factors contributed to psychological distress, disengagement, and reduced academic performance. Facilitators of positive relationships included strong faculty support, caring behaviours, respectful and inclusive interactions, effective communication, and structured learning environments. Positive relationships were associated with improved confidence, motivation, clinical readiness, and professional identity formation. Poor-quality relationships, in contrast, may be linked to emotional distress and negative perceptions of the nursing profession.
Findings from the included studies suggest that the quality of the faculty-nursing student relationship plays a critical role in shaping student experiences and outcomes. Strengthening relational practices in nursing education may support student development and promote more inclusive and effective learning environments. Further research is needed to explore interventions across diverse settings.
Not applicable.
师生关系对于护理专业学生的学术和职业发展至关重要。本综述旨在系统地识别和综合关于优质师生关系的促进因素和障碍及其对学生学习成果影响的现有证据。
按照PRISMA指南进行系统综述。在包括PubMed Central、Embase、Scopus、Web of Science、ERIC、JSTOR、Dimensions.ai等在内的主要数据库中进行全面检索。纳入2000年至2025年期间发表的以师生关系为重点的英文研究。使用乔安娜·布里格斯研究所（JBI）的批判性评价工具和混合方法评价工具评估纳入研究的质量，并采用主题综合法分析和报告研究结果。
最终综合分析纳入了38项研究。确定的主要障碍包括不尊重行为、无效教学、沟通不畅、制度限制和歧视。这些因素导致心理困扰、学习积极性下降和学业成绩降低。积极关系的促进因素包括教师的大力支持、关怀行为、尊重和包容的互动、有效沟通以及结构化的学习环境。积极关系与自信心增强、学习动力提高、临床准备就绪以及职业认同感形成相关。相比之下，质量不佳的关系可能与情绪困扰和对护理专业消极看法有关。
纳入研究的结果表明，师生关系的质量在塑造学生经历和学习成果方面起着关键作用。加强护理教育中的关系实践可能有助于学生发展，并促进更具包容性和有效性的学习环境。需要进一步研究以探索不同环境下的干预措施。
不适用。
